Graduate Programs Nuts & Bolts: 10:00-12:00 Office Hours: 12:00-2:00 August 6, 2015 LI2250 Academic...

Graduate Programs Nuts & Bolts: 10:00-12:00Office Hours: 12:00-2:00

August 6, 2015 LI2250

Academic Programs & Graduate Studies

Office of Semester Conversion

Office of University Diversity

Educational Leadership Graduate Program

Workshop Outcomes

Morning: 10:00-noonUnderstand CSU, WASC and university requirements for semester conversion of graduate programs;Distinguish between optional and required components in the program design process;Explore approaches for aligning Institutional Learning Outcomes to programs with Diversity and Social Justice; Consider graduate program pedagogy;Be inspired by Educational Leadership’s process for transforming their program.Afternoon: 12:00-2:00Consult one-on-one with support faculty and staff addressing your program needs

Semester Curriculum Conversion Schedule

You are here

Deadlines for Materials

Graduate and credential programs submit all their semester conversion materials to the college curriculum committee beginning in fall quarter 2015;

Mark your calendars to deliver these materials between November 16, 2015 and no later than February 12, 2016.

Definition of Graduate-Level Instruction in the CSU

“The graduate course deals with more complex ideas, materials, techniques, or problems than the undergraduate course and demands searching and exhaustive

analysis.”

CSU Office of the Chancellor Program Planning Resource Guide,

Fall 2014, pps 89 – 97.

Graduate Students Possess

Maturity, responsibility, and scholarly integrity appropriate to study beyond the baccalaureate level.

A broad base of knowledge, usually represented by the

possession of the bachelor’s degree.

Competence in the specified field, usually represented

by a substantial body of upper division study in the field or in a closely related field.

A command of basic techniques and skills essential for

independent, self-directed study in the field.

A Graduate Course Requires

The identification and investigation of theory or principle.

The application of theory to new ideas, problems, and materials.

Extensive use of bibliographic and other resource materials with emphasis on primary sources of data.

Demonstration of competence in the scholarly presentation of the results of independent study.

More creative thinking than an upper division course.

Who are CSUEB Graduate Students?

Over half are part-time students (FT defined as 8 units)

43% identify as students of color38% first generation college graduateAverage age 3362% female17% international students

What is a Master’s Program?

Comprised of the core, required and elective courses that lead to a degree

Capstone experience – thesis, project or comprehensive exam

Minimum of 30 semester units Minimum 50 percent of all of the units

required for the master’s degree must be in stand-alone graduate level courses

Guidelines for Master’s Programs

Page 7, Semester Conversion Guide

The Master’s or Doctoral Student

What does a graduate of our program look like?

How will our graduating graduate student be different from the undergraduate? How will our graduate be able to think, behave, and contribute to our diverse society?What theories, concepts, systems and techniques will he/she be able to apply?What skills, attitudes, and beliefs should our graduate students practice?

Adapted : http://www.uc.edu/content/dam/uc/cetl/docs/ProgramBased_SLOmodules1.pdf

Program Description and Revised Program Learning Outcomes (PLO)

Program description: Name of program, summary, purpose and strengths, fit with the institutional mission, program philosophy, design, target population, and any distinctive pedagogical methods.

Program Learning Outcomes (PLOs): Defined as the knowledge, skills or behaviors that a program’s students should be able to demonstrate upon program completion: i.e., what is the ideal portrait of a success graduate of your program?


Defining/Revising Program Learning Outcomes (PLOs)

PLOs for an academic program outline the knowledge, skills, or behaviors that its students should be able to demonstrate upon program completion.

Students graduating with a (/M.A/M.S./etc.) in (Program Name) from California State University, East Bay will be able to:1.2.3.4.5.


Writing/Revising Your Program Learning Outcomes

Do your current PLOs reflect the characteristics identified for your graduate?

Do your PLOs begin with active, measurable action verbs that are at the appropriate level of learning for your degree program?

Are your graduate PLOs clearly differentiated from undergraduate PLOs?

Use Bloom’s Taxonomy as a guide - Graduate students are expected to achieve the highest levels of thinking.

Levels of Thinking


Revised Bloom’s Taxonomy of the Cognitive Domain. Adapted from L.W., & Krathwohl, D.R. (2001) A Taxonomy for learning, teaching, and assessing. Abridged Edition. Boston, MA. Allyn and Bacon.

Value of a Curriculum Map

Creates a framework for curriculum design/redesign that focuses attention on the development of student learning

Helps determine any gaps or unintended repetitions

Makes it easier for faculty to check the sequencing of courses throughout the program to assure students the opportunity to achieve mastery of the program’s PLOs

, Semester Conversion Guide

Sample Curriculum Map

Curriculum Map #1 PLOs Aligned to Required & Elective Courses


Curriculum Map #2PLOs Aligned to ILOs


Aligning PLOs to ILOs Discussion

CSUEB ILOsThinking & ReasoningCommunicationDiversityCollaborationSustainability

Which ILOs may be more likely to align to programs?

Which ILOs may be less likely to align to programs?

• Important to review the detailed descriptions of the ILOs

Example: PLO Alignment to Diversity and Social Justice

College of Letters, Arts, and Social Sciences (CLASS)

MAJOR: SOCIAL WORK, M.S.W.

Example prior to Semester Conversion

We’re Here to Help You

Who Contact Consulting Support

Dianne Woods [email protected]

Inclusive Excellence

Mary D’Alleva [email protected]

Community Engagement;Service Learning

Jillian Buckholz [email protected]

Sustainability

Rethinking our Pedagogy: Another Transformational Practice

High-Impact Teaching High Impact Learning Writing-to-learn (e.g. quick-

writes, journals, blogs, other reflective writing)

Progressive assignments with ongoing feedback

Collaborative projects and assignments

Building cross-curricular perspectives

Diverse and global perspectives

Building connections between learning and real-world settings - Relevance

Problem-based learningPerformances,

demonstrations, and presentations

Research experiencesService learning,

community based learning

Field tripsCapstone projectsShared intellectual

experiences

Creative Writing: English M.A.

Two important activities primarily considered to be outside our curriculum that use creative pedagogy such as

a.Project based learning

b.Collaborative learning

c.Real-world experience in the field

d.Creative practice

e.Shared intellectual experience

Occam’s Razor: A Student Literary Magazine

Project, Collaborative, & Creative Learning

Fiction, Nonfiction, Flash Fiction, Poetry, Memoir, Art

Submitted by CSU East Bay studentsEdited and published by our graduate studentsOrganized to include prizewinning worksSupervised by our faculty advisors Susan

Gubernat and Jacqueline Doyle and former MA students

Celebrated at an annual reading by the authorsAvailable in print and online: Occam’s Razor

English 6060: The Literary Magazine

Practicum in which students learn about editing, layout, graphics, marketing, and distribution of a literary journal by working to produce the English Department's annual literary publication, Arroyo Literary Review, and by studying other university-based literary journals.

Taught annually by Professor Susan Gubernat

Arroyo Literary ReviewEdited, produced, and

distributed California State University, East Bay students and alumni;

Issues reflect the creative diversity found in the San Francisco Bay Area literary scene,

Brings together material from an international array of poets, writers, and artists.

Transforming our M.A.

How can we revise our program learning outcomes to include the outcomes students achieve through these valuable activities and

Ensure more students are able to participate in the editing and production of these journals;

Use these activities as creative assessment of our program;

Sustain and institutionalize these activities within our curriculum?

Five Year Assessment Plan


Other Program Design Considerations

Online?Consult with Donna Wiley

Changing degree type or elevating option?Consult with Donna Wiley


Checklist of Conversion Deliverables

Checklist of Required Curriculum Revision Information New Course Requests for all courses (all quarter-based courses will automatically be discontinued) Program Modification Requests (Concentrations-formerly named “options” - will be included in the Program Modification Requests, with indication of whether the concentration is new or revised)

Minor Revision Requests Certificate, Credential, or Subject Matter Preparation Program Form

http://www20.csueastbay.edu/academic/colleges-and-departments/apgs/cpm/


Checklist of Conversion Deliverables (continued)

Program description and revised PLO statements (conversion-only programs are not required to revise PLOs but may wish to do so)

Curriculum Map #1: PLOs aligned to required and elective courses

Curriculum Map #2: PLOs aligned to ILOs Five Year Assessment Plan


Additional Deliverables for “Transformation”

New or revised PLOs New or revised curriculum map New or revised assessment plan Detailed syllabi for transformed courses New or revised roadmap: including pre-

requisite, required, and elective courses


Resources

Semester Conversion WebsiteAcademic Senate Course Numbering PolicyAcademic Senate GE FrameworkCurricular Review Process policyPrerequisite/Corequisite PolicyCurricular Procedures Manual


Educational LeadershipProcess for Transforming Graduate Curriculum

Curriculum Mapping and Opportunities to Improve Writing

Writing is central to our ILO—communicate ideas clearly and persuasively;

Writing is central to our PLOs—analyze and research—assumed rather than explicitly stated;

All our courses include writing as a culminating, assessed learning outcome.

However

What we assume—the ability to write well throughout the program and understand the different purposes for writing—is not the reality;

Our students are emerging administrators with classroom teaching experience in bay area urban schools;

They are driven by solutions but have limited understanding of the complex and multiple aspects of the problem.

Our Goal for Transformation

To use writing across our curriculum as a method that enables students tounderstand the complexities of issues within our

urban schools;communicate with the different and ever-changing

audiencesanalyze and research these problems in depth;write at the scholarly level we expect of our

graduatesappreciate how writing within the courses aligns

with the curriculum and builds towards their thesis.

Program Continuum: WAC Core Course Objective Writing Continuum ILOs, PLOs, SLOs

Foundational

EDLD 6000EDLD 6400EDLD 6550

Complementary


Fieldwork


To provide emerging school leaders with a social justice dilemma intended to facilitate …

To develop an original and substantial document that reflects….

To provide students with multiple ways to demonstrate knowledge and understanding…

• Topic Development

• Deeper Perspective of Data Results and Issues of Equity and Inequities

• Alignment of Equity Plan to District’s Strategic Plan

• Contribute to the knowledge of educational inequities and to the development of the Equity Plan

Thinking and Reasoning

Communication

Diversity

Sustainability

Specialized Discipline

Questions

Graduate Programs Nuts & Bolts: 10:00-12:00 Office Hours: 12:00-2:00 August 6, 2015 LI2250 Academic...

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